from 10-12 yrs to 18-22 yrs; start of "puberty," sexual characteristics; pursuit of independence and identity; thought is more logical, abstract, idealistice

Periods of DevelopmentDefineEarly adulthood

begins in late teens, early 20's to 30's;time of establishing economic independence, carrers, selecting a mate, starting family

Periods of DevelopmentDefineMiddle adulthood

35-45 yrs old to 60's;expanding personal and social involvement and responsibility, reaching and maintaining career; assisting next generation

Periods of DevelopmentDefineLate adulthood

from 60's/70's to death;adjustment period to declining health & strength, life review, retirement, adjustment to new social roles

Conception of AgeNeugarten states we are an age-irrelevant society

Chronological age: actual years alive, since birthBiological age: age in terms of health, vital capacityPsychological age: adaptive capacities compared to others same chrono ageSocial age: social roles and expectations related to a person' age.

Developmental Issuesnature vs nurture

nature: biological inheritance are the most importanct influences nurture: a perosn's environmental experiences are the most important influences

Developmental Issuescontinuity vs discontinuity

Continuity: gradual, cumulative changes that occur from conception to death (quantitative)Discontinuity: Distict stages of development (qualitative) that a child moved from not being able to think abstractly to being able to, like out of 'nowhere' it happens.

Developmental IssuesStability and Change

Stability: we develop to what we are due to early yrs experiencesChange: we develop into someone different because of early experiencesIn other words, do we change as we age?

Piagets Cognitive Developmental Theory

Children actively construct their understanding of the world and go thru 4 stages

Piagets Theory4 stages of cognitive development

1-sensori-motor2-preoperational 3-concrete4-formal

Piagets Theory2 ways we adapt

Assimilation: person incorporates new info into existing knowledgeAccomodation: person adjust to new information

Vygotsky's Sociocultural Cognitive Theory

Like Piaget theory, children construct onw knowldege; however social interaction and culture play important roles. SOCIAL AND CULTURE guide cognitive development.Can't seperate development from social and cultural activities. That memory, attn and reasoning is learned to use societies tools: language, math, computers, etcIf children interact w/more-skilled adults and peers, they will advance in cognitive development.

Behavior followed by a reward stimuli is more likely to recur, where as a behavior followed by a negative stimuli will less likely recur

Behavioral and Social Cognitive TheoriesDefineBandura's Social cognitive theory

Development through observation learning (imitation/modeling).Reciprocal relationship between behavior, ex: child will do as parent does, teacher does, who they observe.

Ethological Theory

Behavior is strongly influenced by biology.There are experiences that occur in special time frames that should be experienced by individual for normal developement

Ecological Theory

Development is emphasized by environmental factors:MICORSYSTEM: individual lives and has inputMESOSYSTEM: Family relation to this system of school, communityEXOSYSTEM: Individual in social system but has no inputMACROSYSTEM:The culture the individual lives inCHRONOSYSTEM: Sociohistorical, environmental events nd transition over the life course.

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Development is emphasized by environmental factors:MICORSYSTEM: individual lives and has inputMESOSYSTEM: Family relation to this system of school, communityEXOSYSTEM: Individual in social system but has no inputMACROSYSTEM:The culture the individual lives inCHRONOSYSTEM: Sociohistorical, environmental events nd transition over the life course.